The World Languages Framework Learning Scenarios Project consists of learning
scenarios (thematic units) containing lessons and activities that reflect
the revised 2004 world languages standards. The online scenarios differ
from the learning scenarios found in the 1999 world languages framework
because they are aligned to the 2004 standards that are organized according
to the modes of communication and proficiency levels found in the ACTFL
Performance Guidelines for K-12 Learners. The online scenarios address all
benchmark grade levels from the Novice through Pre- Advanced levels and are
designed according to the Backward Design Model for curriculum and
assessment (Wiggins & McTighe, 1998). Simply defined, the Backward Design
Model first identifies a final performance task for students to accomplish
and then determines what kinds of lessons and activities are needed for
students to successfully perform the final task.

The goal and contextual framework of the project is to increase language
proficiency and international knowledge and skills by studying global issues
and using instructional and assessment activities that foster critical
thinking and problem solving. The essential understandings that recur
throughout the project are:

The earth is interconnected-all peoples are interconnected
economically, socially and environmentally and have a shared
future.

Using another language and knowing its culture, empower an
individual's participation in that future.

The 2006 phase of the project focuses on the global issue of population.
Subsequent projects will focus on other socioeconomic global issues such as
poverty, consumption, conflict and the environment. In this phase of this
project, instructional assessments and activities are designed to facilitate
student understanding of the relationship between the movement of people and
social and economic conditions. All assessments/activities are intrinsically
interesting, cognitively engaging and connected to the target culture(s).
Teacher resources are provided for lesson activities that include strong
connections to other content area standards. The primary linguistic outcome
is that students will be able to demonstrate what they can do with language
using meaningful and relevant topics derived from the study of this world
issue.

Learning Scenarios

Learning scenarios are designed to be multistage projects worked on by
students during extended blocks of time. However, teachers may choose
to use only part of a given scenario, or maybe just extract on
particular idea from it. They may also choose to modify the scenario to
fit a particular need. This decision will be dependent on the time
and frequency of language instruction allocated in the district
program. The scenarios provided in this project are geared for
French and Spanish students, but, they may be adapted for other
languages as well. Resources are provided for adaptation to other
languages. Scenario activities should be conducted in the target
languages unless otherwise stated.

Learning scenarios or thematic units are terms currently used to describe
extended units of study organized around a particular theme. In addition to
incorporating content from other disciplines, extended thematic units:

Incorporate the New Jersey Core Curriculum Content Standards for
World Languages (2004) by allowing students to: develop the
interpersonal, interpretive and presentational modes of
communication; compare and contrast other languages and cultures
with their own; gather and share information from the point of view
of both the native and target cultures; and connect learners to a
language community in a real or virtual manner;

Are of high interest, age-and level-appropriate;

Incorporate authentic target language materials and the use of
technology;

Promote the development of critical thinking skills ;

Involve learners in the development of a final product of their
choice that involves using the target language to conduct research
and gain new knowledge about their own and other cultures; and

Allow students to begin to see the purpose of language study as
something with real world-value and life-long advantages.

Thematic teaching captures students' imaginations, is perceived as
important to teachers and learners, legitimizes the disciplinary content
that is integrated into instruction, accommodates a variety of learning
approaches and has the added value of increased student motivation and
improved attitude towards learning (Jensen & Sandrock, 2005).

Description of the Scenario Format Template

Unit Theme:

A unit theme is selected based on its representation of a "big idea" having
value beyond the classroom and potential for engaging students.

How Global Are We?
Global Issue: Population/Migration and Changing Needs

Essential Unit Question:

An essential question raises other important questions, is recurring
throughout the unit and has no "right answer". It is purposely designed to
stimulate and sustain student interest.

How will knowledge of other languages and cultures enable us to collaborate
in seeking solutions to global issues in an interdependent world?

Targeted Question:

A targeted question provides students and teacher with a clear instructional
focus and makes lesson activities more meaningful and connected.

Learning Scenario:

The learning scenario description provides the conceptual background of the
scenario and key student outcomes.

ProficiencyLevel(s):

Proficiency levels provide descriptors of language use at the various stages
of learning and development as found in the ACTFL Performance Guidelines for
K-12 Learners and New Jersey standards. They range from the Novice-Mid
through Pre-Advanced levels in the scenarios.

Grades:

Grade levels are indicated for which a particular scenario is age and
developmentally appropriate.

Length of Unit:

The length of the unit is dependent on minutes and frequency of instruction
in the program.

Interdisciplinary Connections:

World Languages and the primary content area connection are indicated.

Final Student Performance:

The final performance reflects what is important for students to know,
understand and be able to do, and is applicable to new situations.

Unit Overview:

The unit overview is a chart identifying content knowledge, language skills
and performance tasks throughout the unit that provide evidence of student
learning.

Learning Activities:

Learning activities prepare students for the final performance and are
organized in three phases: Phase I provides activities that stimulate
student interest and raise important questions; Phase II focuses on content
and language functions to assist students to meet performance outcomes; and
Phase III involves students in performance tasks that address the three
modes of communication.

Extension Activities:

Extension activities offer several optional activities for expanding the scenario.

Rubrics:

Rubrics are provided for each scenario. Some are specific to a scenario,
others are generic rubrics for interpretive, interpersonal and
presentational tasks.